Ideology, epistemology and pedagogy: Barriers and potential drivers to environmental education for initial teacher education students with focus on the Primary Science National Curriculum for England and Wales

Abstract

The National Curriculum for England and Wales was influenced in its development by political ideology and epistemological assumptions, which have had significant implications for primary pedagogical practice and experiences of primary pupils. Although environmental education was identified a cross-curricular theme, it has been marginalised in many schools. The paper discusses the reasons for these developments and presents a model of teacher education based on constructivist principles that supports environmental education, with a critique of how the curriculum needs to develop to promote sustainability.